Long Term Development in Sport and Physical Activity 3.0

LONG-TERM DEVELOPMENT
IN SPORT AND PHYSICAL ACTIVITY

3.0
IN SPORT AND PHYSICAL ACTIVITY 3.0
WRITERS
Colin Higgs, PhD Paul Jurbala, PhD
Richard Way, MBA Istvan Balyi, MA
Vicki Harber, PhD
EDITORS, CONTRIBUTORS AND REVIEWERS

Andrea Carey, MEd Jim Grove
Carolyn Trono Tyler Laing
Drew Mitchell Special Olympics Canada
ISBN: 978-1-927921-79-1
Sport for Life acknowledges the financial

support of the Government of Canada
Authors of the original Canadian Sport for Life–Long-Term Athlete Development

resource paper: Istvan Balyi, MA, Richard Way, MBA, Colin Higgs, PhD, Stephen Norris,
PhD, and Charles Cardinal, MSc.
Copyright© 2019 Sport for Life Society. All rights reserved.

All rights reserved. No part of this work may be reproduced or transmitted in any form
for commercial purposes, or by any means, electronic or mechanical, including pho-
tocopying and recording or from any information stored in a retrieval system, without
permission from the authors or Sport for Life.
PREFACE | 1
TABLE OF CONTENTS
02 SPORT AND PHYSICAL ACTIVITY IN CANADA:
OPPORTUNITY AWAITS 38 QUALITY SPORT AND
PHYSICAL ACTIVITY
From LTAD to Long-Term Development in A Multi-sectoral Approach.......................................... 39
Sport and Physical Activity ........................................... 4 A New Way Forward .................................................. 40
A Truly Canadian Approach........................................... 5 Advancing Long-Term Development in Sport
About This Resource .................................................... 6 and Physical Activity across Canada............................ 41
National Policy to Community Activation....................... 8
42
Sport for Life’s Mission, Vision and Values................. 9 GLOSSARY
Guiding Principles ..................................................... 10 OF TERMS
What’s New and Enhanced in this Third Edition?......... 11
Building a Better System ............................................ 14
Shortcomings ........................................................ 14
Consequences ....................................................... 15
45 REFERENCES
16 KEY FACTORS UNDERLYING LONG-TERM

DEVELOPMENT IN SPORT AND PHYSICAL ACTIVITY
Personal Factors..................................................... 17
Organizational Factors............................................ 18
System Factors....................................................... 19
20 LONG-TERM DEVELOPMENT IN SPORT AND PHYSICAL

ACTIVITY FRAMEWORK
Awareness and First Involvement................................ 21
Physical Literacy......................................................... 22
Building a solid foundation: The first three stages........ 23
Active Start............................................................ 24
FUNdamentals....................................................... 25
Learn to Train......................................................... 26
The Adolescent Participant: Train to Train..................... 27
Special Issues in Train to Train................................. 27
Train to Train.......................................................... 28
Training, Recovery and Meaningful Competition.......... 29
The Podium Pathway.................................................. 30
Train to Compete................................................... 32
Train to Win........................................................... 33
Active for Life......................................................... 34
Unique Pathways....................................................... 36
2 | SPORT AND PHYSICAL ACTIVITY IN CANADA: OPPORTUNITY AWAITS
Sport and Physical Activity in Canada:

Opportunity Awaits
Sport and physical activity remain powerful agents for developing individuals and
society as a whole. The benefits of physical activity— expressed in many ways through
structured and unstructured sport, recreation, active living, and play—are universally
recognized for their vital contributions to health and well-being. At the same time
their value toward overall human development and social-economic enhancement is
under-appreciated.
To maintain brevity and readability, in-line references to supporting documents are not used. A comprehensive Handbook of References Supplement to Long-Term
Development in Sport and Physical Activity is provided as a separate resource for those wishing to learn more about the evidence and thinking behind this document.
You can access the Handbook of References at sportforlife.ca/handbook-of-references.
SPORT AND PHYSICAL ACTIVITY IN CANADA: OPPORTUNITY AWAITS | 3
ACTIVE FOR LIFE

EXCELLENCE
PHYSICAL LITERACY
Figure 1: Sport for Life Development Goals
Fortunately, there is a growing awareness of the citizens and communities, including improved social
ways sport and physical activity can shape society cohesion, reduced spending on healthcare, better
for the better. The United Nation’s Sustainable mental health, and other economic benefits.
Development Goals recognize the unique and positive
The Sport for Life Society remains committed to
impact of sport toward their 17 goals and identify
its goals of physical literacy development, the
key areas where sport can have the biggest impact.
opportunity to strive for excellence in sport, and
Similarly, there is Canada’s Common Vision for
the ability to be active for life by operationalizing its
increasing physical activity and reducing sedentary
principles of quality experiences, inclusion (diversity)
living in Canada: Let’s Get Moving, a national policy
and collaboration. As a catalyst, Sport for Life has
document that “serves to complement and align with
raised awareness, ignited conversations and cultivated
other relevant policies, strategies and frameworks”
collaborative efforts across Canada. Over the last
including the Canadian Sport Policy 2012, Framework
decade, Sport for Life concepts have been validated
for Recreation in Canada, Active Canada 20/20, and
and integrated into numerous national, provincial/
Curbing Childhood Obesity. It is within sport and
territorial and municipal policies. In the spirit of
physical activity’s reach to improve health and well-
Kaizen, we continue to listen, learn, and improve in
being, inclusion, gender equality, and other social
order to help all Canadians reach their potential in
challenges. Countries that understand the value of
sport and physical activity.
sport and physical activity and implement coherent
development strategies reap rewards for their
From LTAD to
Long-Term Development in Sport and Physical Activity
Since 2005, the flagship Sport for Life resource document has been called Canadian Sport for Life–Long-Term
Athlete Development. The name has been controversial ever since. For too many, especially those working with
young children or older adults, the term “athlete” seemed inappropriate—“participant” better described the
people they worked with. On the other hand, using the term “participant” made no sense to coaches and
sport organizations who worked day-in and day-out with individuals who were clearly striving to achieve their
athletic potential.
Despite an unwavering belief that every child is born

Long-Term Athlete
an athlete, Sport Life has chosen to call this resource
or Participant Development
Long-Term Development in Sport and Physical Activity
for these reasons:
This document moves away from Long-Term
Athlete or Long-Term Participant Development • To maintain focus on the key idea that
because of the wide range of organizations development is a process that takes time, and
with which Sport for Life collaborates. that sport and physical activity should look
very different, based on the individual’s stage
Individual organizations are free, as they have
of development.
always been, to adapt the language they use to
best meet the needs of their end users. • To reinforce the idea that long-term development
is important both in sport performance and for
life-long engagement in physical activity for health.
Our language has no single word that adequately
describes everyone across the spectrum from “kicking • To broaden the focus. Effective development
a ball around with your friends” to “winning a requires the alignment of ALL parts of the
medal at the Paralympic Games”. Initially, when Canadian ecosystem, from community
the framework served to guide national sport programming through to targeted high-
organizations (NSOs) the term “athlete” was a performance sport excellence, and this involves
natural fit, but as the development framework was far more than just sport organizations.
adopted by communities, as well as education,
recreation, and health programs, “athlete” no longer
included everyone involved.
Throughout this document, the term athlete is used when describing individuals striving to achieve their sporting
potential, while both athlete and participant are used when dealing with young children and adults engaged in
sport and physical activity.
A TRULY CANADIAN APPROACH

To be truly world-leading, Canada can’t simply copy Our partners in the education and recreation sectors
other systems. In the past Canada has attempted to have included the concept of physical literacy in policy
patch gaps in its sport and physical activity ecosystem and programs, and the language is now entrenched
by borrowing concepts and systems from countries in provincial health and physical education curricula.
that were achieving international sporting success. A growing number of researchers are investigating
For example, during the 1970s and 1980s, Canada the meaning and practical application of physical
tried to adopt and adapt elements from the Soviet literacy and publishing results in peer-reviewed
Union and later from the German Democratic journals. These changes are consistent with being
Republic. Then, prior to and immediately after the a catalytic agent—spurring discourse and research
2000 Olympic and Paralympic Games, many suggested throughout Canada and abroad.
that Canada emulate the Australian sport model.
For Canadian athletes to achieve sustained

international sporting success and for all Canadians
to be active for life, we need a made-in-Canada
system based on Canadian culture, traditions, and
geography. A truly Canadian approach must also
reflect our social values, multiple levels of political
jurisdiction, and our economic realities. Long-Term
Development in Sport and Physical Activity is a truly
Canadian approach.
The first version of Canadian Sport for Life–Long-Term

Athlete Development set out to address the gaps
and shortcomings in the Canadian sport and physical
activity ecosystem. Now, Sport for Life concepts are Despite this success, there is need for a renewed
the foundation of policies, resources, and programs Long-Term Development approach. Community
across Canada. Sport for Life has helped to link the sport and physical activity participation in Canada
sport, recreation, health, and education sectors while has declined, physical education programs in schools
aligning programming across the federal, provincial/ are marginalized, and the sport and community
territorial, and municipal level. More than 60 NSOs sport delivery system in Canada remains fragmented.
have created sport-specific frameworks guided by There has been rapid growth of “for profit” sport
Long-Term Athlete Development, which has led to businesses offering ever more specialized “elite”
implementation at the provincial and territorial level. training at ever-younger ages. There is more to do
Sport for Life has worked in hundreds of communities to create the ecosystem we need, one which inspires
across the country, and some have declared every Canadian to pursue both excellence and activity
themselves “Sport for Life” communities. for life.
ABOUT THIS RESOURCE

First and foremost, this resource is intended for Initially drawing upon the positive aspects of
everyone within Canada’s sport and physical activity empirically tested athlete development models from
ecosystem. One of the most persistent issues within Eastern Europe, the framework has continued to
this ecosystem is the way some groups continue to evolve and incorporate information from multiple
be marginalized and ignored. As a result, groups sources including early work in British Columbia
such as girls and women, individuals with disabilities, and the United Kingdom2, and more recent work
Indigenous Peoples, newcomers to Canada, the with over 60 sports in Canada and a myriad of
LGBTQI2S1 community, aging adults, and those other national sport governing bodies globally. The
living in poverty and isolated communities remain framework also draws on the work of academics,
underserviced and under-supported. Most sport and international sport science publications that
and physical activity programs have not adequately provided insight and information regarding the
engaged and worked with these populations to role of growth, development, and maturation
design and deliver quality experiences to meet in human development. These sciences include
their diverse needs. Typically, organizations design pediatric exercise science, exercise physiology, sport
programs, distribute resources, and create courses psychology, psychomotor learning, sport sociology,
and workshops as an initial strategy, then attempt neuroscience, and nutrition. An analysis of the literature
to make them fit for all groups. This “cookie-cutter” on organizational development has also contributed
approach is woefully deficient and is a major factor significantly in the area of system alignment.
leading to lack of interest in sport, and often,
disengagement from physical activity all together.
Sport for Life will work with content and context
experts to build the detailed components needed for
each group, and will distribute them with the goal
of building appropriate and meaningful Long-Term
Development pathways for all.
Long-Term Development in Sport and Physical Activity is a framework for the

development of every child, youth, and adult to enable optimal participation in sport
and physical activity. It takes into account growth, maturation and development,
trainability, and sport system alignment.
1
LGBTQI2S stands for Lesbian, Gay, Bisexual, Transgender, Queer (or Questioning), Intersex, and Two-Spirit. We use this acronym due to its broad scope. However, we
recognize that this is a time of change in terms of language around sexual orientation, gender identity, and gender expression, and that “Gender and Sexually Diverse
Community” is used more prominently by various groups in certain sectors.
2
These B.C. sport organizations include tennis, water-ski, and curling. Three athlete development frameworks that were produced for sport organizations in Ireland and
Britain, including British Swimming, English Rugby Football Union, England Cricket Board, England Netball, British Canoe Union, and British Judo, are directly quoted
from and utilized in the text.
The art of coaching and program design also plays a The framework recognizes that the cognitive,
significant role in our framework—and for coaches emotional, moral, and psycho-social development of
who must make multiple day-to-day coaching children are important components of maturation,
decisions the framework extrapolates from currently and significantly contribute to progress in sport from
available scientific literature (when no specific introductory play all the way up to and including
research has been undertaken or is available). In world-leading performances.
doing so we recognize the risk of being wrong—but
Ultimately, both sporting excellence and an active,
also recognize that to be world leading we must
healthy population are outcomes of a sport and
“push the envelope”. Evidence-based conclusions
physical activity development process that is top
can only be drawn from analyzing published research
quality, well-designed, inclusive of all, and properly
that takes years to accumulate. Athlete development
implemented. Long-Term Development in Sport and
cannot be both fully evidence based and cutting edge3.
Physical Activity is a uniquely Canadian, world-leading
design—NOW is the time to fully implement it.
3
Greater detail on this is found in the Sport for Life publication Athlete Development Matrix, which, because of the advantage that it provides to coaches, is available
only to Canadian NSOs. Additional in-depth technical information on many aspects of Long-Term Athlete Development is available in supporting publications available
online from sportforlife.ca/resources.
NATIONAL POLICY TO COMMUNITY ACTIVATION

The concepts shared in this resource have been developed and delivered since all Federal, Provincial and
Territorial Sport Ministers accepted Long-Term Athlete Development in 2005 as Canada’s development
framework, and then in 2007 committed to full provincial and territorial implementation. These concepts
have been embedded in major national, provincial and territorial agencies for over a decade, which leads to
the next steps of being a catalyst for change right into local community and clubs.
Photo: Ian Muir, Rugby Canada

SPORT FOR LIFE’S MISSION, VISION AND VALUES

This resource is produced by the Sport for Life Society (formerly Canadian Sport for Life) and is consistent with
the Society’s vision and mission.
OUR VISION
Everyone has the opportunity to
participate in quality sport and physical
literacy experiences.
OUR MISSION
To develop physical literacy and
improve the quality of sport, by creating,
sharing and mobilizing knowledge,
to act as a catalyst for governments,
institutions, and organizations, to
improve programs and services.
OUR VALUES
• Collaboration,
• innovation,
• inclusion,
• integrity.
GUIDING PRINCIPLES
Long-Term Development in Sport and Physical Activity is built on four guiding principles:
QUALITY OPTIMAL
IS KEY PROGRAMMING IS CRITICAL
Every child, youth and adult deserve a quality This means giving every participant in sport and
experience every time they participate in physical physical activity what they need, when they
activity or sport. Quality means good programs, need it, and in the way they need it to make
in good places, delivered by good people. the most progress. Optimization is participant
centred and developmentally appropriate.
INCLUSION COLLABORATION
IS NON-NEGOTIABLE MAKES THE SYSTEM BETTER
Inclusion is both the removal of physical,
cultural, economic, and attitudinal barriers to Individuals and organizations will deliver more
participation, and the designing of activities quality experiences when they work together.
so that individuals are not excluded. Being Communities, sport organizations, and the
allowed to take part is not enough. Every health and education sectors all benefit from
participant must feel safe, welcomed and alignment of programming and collaboration.
included. Supports need to be in place to For example, one participant may be active
engage and support the diverse needs of in different sports or physical activities,
participants, across all of the dimensions including recreation or club programs,
that make up that individual. Every program physical education, as well as school sport.
and service should be set up to welcome If the organizations pull that participant in
all—inclusion is a topic because our system different directions, good development is less
currently excludes. We must reframe to: likely to happen. Through system alignment,
everyone has the opportunity, and exclusion is participants are the winners.
the exception rather than the norm.
WHAT’S NEW AND ENHANCED IN THIS THIRD EDITION?

Sport for Life is focused on improving the quality of sport and physical activity in Canada, which is why we
continuously improve this framework. The objective of the framework is to promote both sporting excellence at
the highest international level and life-long engagement in health-enhancing physical activity. This third edition
brings a number of important updates and enhancements.
From Sport and Physical Activity to Quality From Long-Term Athlete Development
Sport and Physical Activity: Not all sport and to Long-Term Development in Sport and
physical activity experiences are good. This resource Physical Activity: The new name is more
supports leaders to improve the quality of sport and inclusive. Organizations can use Long-Term Athlete
physical activity delivery. We want “good programs, Development, or some other iteration (e.g. Long-
delivered by good people, in good places.” Good Term Participant Development, Long-Term Player
programs are developmentally appropriate, based Development, Long-Term Sailor Development) as it
on the physical, cognitive, emotional and moral fits their circumstances. The name retains the critical
stages of development of participants. Quality sport concept of good development as a lengthy process,
and physical activity ensures that safe sport is an 4
while becoming more accessible to those in the
essential element for all people involved. recreation, education, and health sectors.
Quality sport
Quality sport based on Long-Term Development
in Sport and Physical Activity is…
safe and
inclusive
developmentally
appropriate
well run
...leading to
individual excellence
and optimum health
Figure 2: Quality Sport Cycle
Safe sport provides a training and competitive environment for athletes, coaches, officials, and volunteers that is free of abuse, harassment, and discrimination.
4
Organizations have policies and procedures in place that are consistent with national sport standards to ensure sport participants are safe. Additionally, safety includes
the physical aspect of the equipment and training practices.
Key Factors have evolved: Originally, we Greater emphasis on stage of development

highlighted 10 Key Factors that were essential to versus chronological age: The important thing in
athlete development. Now, we feature 22 key factors development is not age, but how participants develop
which are categorized into personal, organizational, capabilities to move from stage to stage. In this
and system factors, to better explain the complexity revised framework, emphasis on chronological ages
underlying Long-Term Development in Sport and has been diminished while there is more emphasis on
Physical Activity. the biological markers.
Physical literacy has evolved: There has been an Different types of sports: For simplicity, earlier
increased emphasis on the psychological components editions of Sport for Life described only early and
of physical literacy, including confidence and late specialization sports. Several more types of sport
motivation as well as social connectedness, which are specialization are now recognized.
all critical for physical literacy development through
Alignment with system stakeholders: Working
the life course.
together is better than working in isolation, so we
More emphasis on the adolescent participant: have included language used by other stakeholders
Adolescence is a time when many youth become less to show how Long-Term Development in Sport and
active and involved with sport and physical activity, Physical Activity integrates with their approaches to
while others develop into high performance athletes. sport and physical activity development.
We provide more insight into the needs of the
adolescent athlete in this resource.
Photo: Jason Ransom, Baseball Canada

The “Rectangle” has evolved: First Involvement and Awareness are integral components of everyone’s initial
experiences in sport and physical activity. Physical literacy, while vital during the early stages, is not confined to
the early stages—it can and should continue to be developed throughout the life course. The Podium Pathway
describes the sport-defined excellence stages of Long-Term Development in Sport and Physical Activity and
specifically applies to athletes on a trajectory toward podium results at the highest level of their sport. The
updated rectangle reflects these changes.
Long-Term Development in
Long-Term Development
Sport and in Sport Activity
Physical and Physical Activity:
Active for Life
Physical Literacy for Life

Competitive Fit
for Life for Life
Podium Pathway
Train to Win
First Involvement
Awareness
Train to
Compete
Train
Developing Physical Literacy
to Train
Building a solid foundation
Learn to Train
FUNdamentals
Active Start
Figure 3: Sport for Life Rectangle
Evolution of Inclusion: Sport for Life strives to advance inclusion by ensuring that underserviced populations
of girls and women, individuals with disabilities, Indigenous Peoples, newcomers to Canada, the LGBTQI2S
community, aging adults, and those living in poverty and isolated communities have access to barrier-free and
quality sport and physical activity opportunities.
BUILDING A BETTER SYSTEM

For all Canadians to benefit from Long-Term Development in Sport and Physical Activity, we need to remove
barriers to participation and performance, and help make our systems more effective. The following are some
current system shortcomings and their consequences
SHORTCOMINGS
• Multisport program options are not readily
• Not all sport facilities and programs are
available.
accessible or welcoming to low-income and non-
traditional participants. • Drop out rates for youth are high—particularly
for girls.
• Differences in developmental age are ignored
when sport is organized using chronological • In many sports, the competition system interferes
age groups. with athlete development.
• Athlete preparation is geared to the short- • Talent identification systems are poorly
term outcome—winning—and not to the developed in many sports, and early success,
development process. often of early developing athletes, is mistaken
for long-term potential.
• Adult training and competition programs
are imposed on developing athletes and sex • There is little integration between physical
difference in training and competition needs are education programs in the schools,
poorly understood. recreational community programs, and
competitive sport programs.
• Developmental training needs of athletes with a
disability are not well understood. • Early over-specialization is encouraged by sports
and commercial interests in an attempt to attract
• Coaches largely neglect periods of accelerated
and retain participants.
adaptation to training.
• Currently safe sport policies, procedures, and
• Fundamental movement skills and foundation
practices are applied inconsistently across the
sport skills are not taught properly.
country.
• Coaches working with developmental athletes
• Positive values, that develop character, are not
are usually volunteers frequently without
intentionally integrated into the sport experience.
adequate training or certification.
• Parents and caregivers are not educated about

Long-Term Development, and do not have the
necessary information to make the best sport
choices for their children.
CONSEQUENCES
What are the results of these shortcomings?
• Potential talent is excluded from sport. • Reduced participation of youth in sport and
physical activity, especially by girls.
• Poor movement capability, limited skill
development, and lack of proper fitness. • Remedial programs, implemented by provincial
and national team coaches, frequently
• Developmental athletes often over-compete and implemented to counteract the shortcomings in
under-train.
athlete preparation.
• Undeveloped and unrefined skills due to • Athletes failing to reach their genetic potential
under-training.
and optimal performance level.
• Bad habits developed from over-competition • Failure to reach optimal performance levels in
focused on winning.
international competitions.
• Female athlete potential not reached due to • Athletes may be exposed to harmful conditions
inappropriate programs.
with damaging consequences to their overall
• Children not having fun as they play in adult- well-being. Individual sport leaders are not held
based programs. to account for unethical, irresponsible, or illegal
actions.
• Developing athletes pulled in different directions
by school, club, and provincial teams because of • Negative behaviours emerge and in some cases
the structure of competition programs. harm can occur.
• Over-specialization leading to burnout, injury

and limited development.
To date, implementation in
Canada and other nations
indicates that following the
framework helps address
these shortcomings and
enhances sport systems.

16 | KEY FACTORS UNDERLYING LONG-TERM DEVELOPMENT IN SPORT AND PHYSICAL ACTIVITY
Key Factors Underlying Long-Term

Development in Sport and
Physical Activity
To help all Canadians enjoy and reach their potential in sport and physical activity,
we need to apply a rational, progressive Long-Term Development framework. The
following Key Factors are the basis of that Long-Term Development framework. They
operate at three levels: the individual (Personal Factors), each sport and physical
activity-supporting organization (Organizational Factors) and across the Canadian
system as a whole (System Factors).
Photo credit: BC Horse Council

KEY FACTORS UNDERLYING LONG-TERM DEVELOPMENT IN SPORT AND PHYSICAL ACTIVITY | 17
PERSONAL FACTORS
The Personal Factors are particularly important for parents and caregivers, teachers, instructors and coaches to
consider as they plan quality programs for young participants and athletes.
1. Developing Physical Literacy in the early stages 5. Predisposition: Not all individuals are equally
lays the foundation for later success and life-long capable in all sports, and both enjoyment
engagement in physical activity for health. and success are related to how proficient an
individual is in the sport they play. Sampling
2. Quality Environments: By providing enhanced many sports during Learn to Train and early Train
learning and training environments from a very
to Train can help participants find sports and
early age, greater physical literacy and improved
physical activities to which they are well suited.
sport-specific skills are developed. Individuals
carry this advantage to subsequent stages of 6. Excellence Takes Time: To reach full potential,
Long-Term Development. A quality training and athletes need well planned, progressive, high-
competition environment is a safe environment: quality training over many years. Success cannot
physically, mentally and social-emotionally. be rushed, and in many cases, athletes or
Please note, an enhanced learning and daily performers may have pursued sport for eight
training environment is not the same thing as to 12 years of training and competing before
early over-specialization! mastering the activity. A “hot house” approach
can produce early winners, but it hinders long-
3. Developmental Age: People grow and develop term development and ultimate athletic success,
at different rates. Sport and physical activity
and can lead to burnout and overuse injuries.
need to take each individual’s stage of growth
and development into account when designing 7. For Life: An over-the-life-course approach
training, competition, and recovery programs. acknowledges there are critical periods in early
Long Term Development addresses the complete life when social and cognitive skills, habits,
physical, mental, cognitive and emotional coping strategies, attitudes, and values are
development of participants—not just physical more easily acquired. These early abilities and
characteristics and performance qualities. skills develop durability in a person’s health
Training, competition, and recovery programs in later life. It also considers life transitions—
also need to consider the mental, cognitive, and from late adolescence to early adulthood, for
emotional development of each participant. example—where life trajectories and future
health can change positively or negatively. Taking
4. Sensitive Periods: As children grow and a life-course approach, leaders are encouraged
develop, there are times when different types of
to reflect on the effects of programs on their
practice and training will have a greater effect.
participants years into the future.
These “sensitive periods” provide a special
opportunity to train and develop important skills
and physical capabilities that have a greater
return on time invested and that can impact
athletic performance throughout the life course..
18 | KEY FACTORS UNDERLYING LONG-TERM DEVELOPMENT IN SPORT AND PHYSICAL ACTIVITY
ORGANIZATIONAL FACTORS
Organizational Factors inform the ways sport, recreation, education and other organizations create and deliver
programs for their participants and athletes.
1. Sports need to update their Long-Term 5. Appropriate Specialization: There are right
Development framework to ensure they are and wrong times to specialize in a sport or
incorporating the latest sport, societal and physical activity and this depends on the type of
science developments. sport. Specialize too early, and athletes may limit
their development and success at older ages.
2. Long-Term Development is most successful when Specialize too late, and the athlete may miss key
it is fully embedded in a sport organization.
developmental opportunities. Except in early
This includes governance, the competition
specialization sports—such as gymnastics, figure
structure and rules, coaching education, and
skating, and diving—athletes should not over-
officials’ development.
specialize until their early teens. Before that they
3. Awareness and First Involvement: should participate in a wide range of sports and
Participants need to be made aware of a activities to build a high level of physical literacy
wide range of sporting and physical activity and well-rounded sport skills.
opportunities, and their first involvement
6. Periodization: Periodization is time
should be a positive (safe, welcoming and
management of training in annual and seasonal
inclusive) experience.
training plans in order to bring about optimal
4. Different Activities: have different demands improvements in athlete performance at the
and different pathways. right times. Periodization plans connect the
Long-Term Development stage of the athlete
i. High acrobatic: Such as gymnastics, diving, with the training and development requirements
and figure skating are early specialization of that stage.
sports that favour small bodies capable of
fast rotation. 7. Competition: Athletes need to train and
compete according to training-to-competition
ii. High kinesthetic: Activities where ratios that develop skills and fitness while
developing an early “feel” for the preventing injury and burnout. The quality of
environment or equipment is important. competition and the timing of competitive events
Examples would be swimming, soccer and need to serve the needs of the participant,
racquet sports. allowing them to test the stage-appropriate skills
they are developing.
iii. Common (standard): typical timing of
specialization, with peak performance in late- 8. Transitions: Development in sport has many
20s or early-30s. transitions—the transition into a sport, the
transition between Long-Term Development
iv. Late specialization: Sports in which peak
stages, transition between sports, and the
performance can occur in the mid-30s or
transition to be active for life. Transitions that are
later, such as golf, rowing or triathlon.
well planned and well executed maximize sport
v. Transfer: These are sports that individuals talent enabling individual potential to be reached.
do not generally take part in prior to late
adolescence, such as bobsleigh.
KEY FACTORS UNDERLYING LONG-TERM DEVELOPMENT IN SPORT AND PHYSICAL ACTIVITY | 19
SYSTEM FACTORS
System Factors are important for policy-makers and organization leaders, informing the ways organizations
cooperate and collaborate to build an optimal system.
1. Collaboration: There is an opportunity to 5. Long-Term Development: Excellence takes

improve collaboration between organizations, time, so it is essential organizations not build
sectors and systems to support the optimal systems that create pressure for immediate
development of the individual to succeed. success. Systems, business models, processes and
metrics (e.g. series points or rankings) must not
2. System Alignment: Many sports work with influence sport leaders and coaches to favour
Sport for Life, Own the Podium, the Coaching
earlier and more intense sport specialization—
Association of Canada and others to create
particularly pressure to play a single sport
programs and resources. To avoid confusion
year-round. Sport organizations and funding
it is essential that content (e.g. skills, drills
agencies must reward long-term impact over
and tactics/strategy), and the language used
short-term outputs.
to describe them, be consistent across all
documents. It is equally important that the sport- 6. Continuous Improvement: The concept of
specific content at Learn to Train and Train to continuous improvement is integral to Long-
Train merge seamlessly with the demands of a Term Development in Sport and Physical Activity.
sport’s excellence stages of the Podium Pathway By constantly seeking improvements in our
including Winning Style of Play and Gold Medal understanding and practice, this framework
Profile where appropriate. will continuously evolve to accommodate new
breakthroughs in sport science and physical literacy
3. Safe and Welcoming: The system should plan research, new innovations in technology, and
to welcome all participants by providing Safe
evolving best practices in coaching and instruction.
Sport programming. Diversity is a reality and
corresponding participant-centered programs 7. Evidence Based: To shift from an old paradigm,
supporting diversity are a necessity. evidence supporting the new is critical. This
means assessment, monitoring, and research
4. Diversification: To develop a well-rounded in all aspects of sport and physical activity
individual, it is important that they participate
programming and practice.
in many activities and multiple sports. Parents
ORGANIZATIONAL FACTORS
must not be pressured to choose a single sport impact participants
for their child too early. Because sport and

physical activity is delivered by sport-specific
organizations, local early childhood programs,
in recreation programs, by physical education
and school sport, and by active living programs SYSTEM FACTORS
impact participants
Determine progress
and performance in
sport and physical activity
offered within the health system, there is a
need to ensure that programs are aligned, that
individuals are not pulled in different directions by
different programs, and that the overall demands
placed on the individual are kept reasonable. PERSONAL FACTORS
impact participant
development
Figure 4: Key Factors underlying Long-Term Development

in Sport and Physical Activity
20 | LONG-TERM DEVELOPMENT IN SPORT AND PHYSICAL ACTIVITY FRAMEWORK
Long-Term Development in Sport and

Physical Activity inFramework
Sport and Physical Activity
The three main goals of Long-Term

Development in Sport and Physical
Activity are to support the development
Active for Life
Physical Literacy for Life
of physical literacy, strive for excellence,

and empower people to be active for
life. The Sport for Life rectangle diagram
Competitive Fit depicts developmental paths toward
for Life for Life attaining these goals. The rectangle
includes all who are active, unlike the old
Podium Pathway
pyramid models that systematically exclude

Train to Win
First Involvement
individuals who do not reach the pinnacle

Awareness
of sporting success.
Train to
Compete
The basic Sport for Life Long-Term
Train Development in Sport and Physical
Developing Physical Literacy
Activity framework has seven stages. In

to Train
Building a solid foundation
addition, there are two pre-stages, and

the Active for Life stage is sub-divided
Learn to Train
into two phases for greater clarity.
FUNdamentals
Active Start
Figure 3: Sport for Life Rectangle

LONG-TERM DEVELOPMENT IN SPORT AND PHYSICAL ACTIVITY FRAMEWORK | 21
AWARENESS AND FIRST INVOLVEMENT

Getting children, youth and adults into sport and physical activity is critical to creating a more active, healthier
population and generating sporting success for Canada. The process of getting people involved—and keeping
them involved—has two distinct pre-stages.
Awareness: You need to be aware of an activity in First Involvement: Once someone knows about
order for you, or someone within your care, to take a sport or activity and decides they want to try it
part in it, so you need to know: out, their first experience with that activity becomes
critically important.
• that it exists, and
A positive first involvement is likely to bring them
• where to find it. back to continue, and a negative experience makes
Being made aware of sport and activity options is their return far less likely. Organizations should
particularly important for underserviced groups: carefully plan the first experience of new participants
to ensure:
• girls and women,
• there are no barriers to participation—especially
• individuals with disabilities, for persons with a disability and those from
visible and invisible minorities,
• Indigenous Peoples,
• that new participants feel included, knowing
• newcomers to Canada,
they will be welcomed back the next time,
• individuals identifying as LGBTQI2S,
• that new participants have the opportunity to
• aging adults, and get to know current participants,
• those living in poverty or in isolated • that it is affordable for participants to get and
communities. stay involved,
• that there is appropriate facilities and

equipment, and
• the leader of the program has the appropriate

skills to adapt to the participant’s needs.
For example, opportunities for persons with disabilities to participate in sport and physical activity are not
always well known to the general public. The purpose of Awareness is to inform the general public and
prospective participants, of all abilities and backgrounds, of the range of opportunities available. To this end,
sport and recreation organizations need to develop awareness plans to make their offerings and resources
known. The purpose of First Involvement is to ensure everyone has a positive first experience of an activity and
remains engaged. Accordingly, organizations need to train coaches and develop programs that provide suitable
orientation for any and all prospective participants, helping them to feel confident, comfortable, and safe in
their surroundings, and welcome among peers and training personnel.
PHYSICAL LITERACY
Physical literacy is the motivation, confidence, physical competence,

knowledge and understanding to value and take responsibility for
engagement in physical activities for life.
Physical literacy is a catalyst for change. From the

World Health Organization and the Public Health
Agency of Canada, to sector-specific policies
including the Canadian Sport Policy, the Recreation
Framework, and Active 2020, the concept of physical physical
literacy has become a key element in the way we competence
think about physical activity. The importance of
physical literacy development is now embedded in
provincial/territorial and municipal plans, policies motivation
knowledge
and curriculum.
valuing
Physical literacy is a lifelong journey. It begins to
develop in early childhood, and grows into a greater
array and complexity of skills, capacities, and confidence
understandings during adolescence and adulthood. social
At different stages of life, physical literacy may
serve different purposes and answer different needs
for different individuals. For some people, physical
literacy will provide a foundation for athletic success, Figure 5: Physical Literacy Cycle
while for others it may provide the means to pursue
a vocational career. For everyone, it will provide the
means to live a healthy active lifestyle at all stages of society are involved at different stages, and it is
of life and grant the opportunity to age gracefully in important that they work together for the benefit of
good health. children and adults who may be physically active with
different groups or organizations.
Providing a quality physical literacy experience should
be the key focus of everyone involved in delivering Given the importance of physical literacy within the
physical activity, including everyone from teachers, Long-Term Development in Sport and Physical Activity
coaches, and recreation leaders to administrators framework, a separate document Developing Physical
and policymakers in education, sport, recreation, Literacy 2.0 has been developed and is available from
and health. Different individuals, groups, and sectors Sport for Life.
BUILDING A SOLID FOUNDATION: THE FIRST THREE STAGES

The first three stages: Active Start, FUNdamentals, and Learn to Train are designed to give Canadians the best
possible start in sport and physical activity.
Active Start is about mastering basic human movements

and developing habits of physical activity.
FUNdamentals is about developing fundamental

movement skills and enjoying being physically active, and
Learn to Train is about learning a wide range of

foundation sport skills.
Children pass through these stages in large part simply because they are growing and developing. Adults when
learning a new sport or physical activity pass through the FUNdamentals and Learn to Train stages. Transition
from stage to stage is therefore developmentally based.
Active Start
Males and females: birth to approximately six years of age. STAGE
100
Begin the physical literacy journey.
90
Make activity FUN and part of the child’s daily routine Object Control
Estimated Proportion of Activity Time (%)

Skills
80
Activity and movement skills development
Adult-led 70
Focus on developing locomotor, object manipulation Play
25% 60
and balance skills on land, water, ice/snow and in the Body Control
Skills 50
air in a variety of movements.
40
Meet the 24-hour movement guidelines for young Child-led Free Play
children of being active for 180 minutes/day. 75% 30
Locomotor 20
Skills
10
0
Activity – 100
During the Year (%)
Figure 6: Active Start Activity Summary
Encourage play: Include activities that develop executive function:
• structured (adult led), • working memory,

• unstructured (child led), and • cognitive flexibility, and
• opportunities for play in natural environment. • building self control.
Provide a series of challenges with both successes and failures to help develop better confidence.
Exploration of risks and limits in a safe environment—including outdoor play in nature.
Active movement environment combined with well-structured gymnastics and swimming programs. Outside play
on snow and ice.
Create mini-challenges to extend children’s comfort range.
Ensure activities are fun and allow for social connectedness.

FUNdamentals
Boys approximately six to nine years, and girls approximately six to eight years. STAGE
100
Further development of physical literacy. In Air
90
Develop fundamental movement skills, with emphasis

In the
Water 80
on participation and having FUN on a daily basis.
Instruction
15% 70
Emphasize activities that develop agility, balance, On Ice
and Snow
coordination and speed – The ABCs. The building 60
blocks for Canadians to move more. Opportunity for

50
Free play
Adult-led 50%
Encourage running, jumping wheeling, throwing and Play 40
catching, as well as swimming, and activities on ice 35%
On the 30
and snow. Ground
20
Build up physical capacities through medicine ball,
10
Swiss ball, and own body-weight strength exercises.
0
Introduce simple rules and etiquette of sport, with a Sport – 25 Activity – 75
focus on fair play and respect for others. During the Year (%)
No periodization, but well-structured programs. Figure 7: FUNdamentals Activity Summary
Continue to build executive function with focus on:
• building working memory,

• increasing mental flexibility, and
• strengthening inhibition control.
Provide and respect children’s activity choices.
Competition should be informal with no record of results.

Learn to Train
Boys from approximately nine and girls from approximately eight: to onset of adolescent growth spurt STAGE
100
Continue to develop physical literacy Life Skills
Mental Skills
90
Brain and body primed for skill acquisition. Build

Physical
fundamental skills in a wide range of sports and Capacity 80
activities—on the ground, in water, in air and on ice/ 70

Tactical
snow—before entering Train to Train stage. Competition*
Skills
30% 60
Ensure environment promotes and supports fun 50

and friendship. Training
70% 40
Avoid early over-specialization.
Technical 30
Skills
Take into account individuals’ variations in 20
physical, psychological, cognitive, emotional,
10
and moral development.
0
Build up physical capacities through medicine ball, Sport 1 – 33 Sport 2 – 33 Sport 3 – 33
Swiss ball, and own body-weight strength exercises, During the Year (%)
with additional focus on building flexibility and arm/ *Includes both competition, and competition specific training
leg speed. Figure 8: Learn to Train Activity Summary
Introduce ancillary capacities: warm up/cool down, nutrition, hydration, and recovery including sleep and mental
preparation such as anxiety control.
Informal talent identification with opportunity to move participants to an enriched training environment.
Introduction to formal local competition, with emphasis on fair play, and opportunities to try different events
or positions.
Single or double periodization.
Sport-specific training three times per week plus participation in other sports or activities three times a week.
THE ADOLESCENT PARTICIPANT: TRAIN TO TRAIN
It is at the Train to Train stage—which often starts in early adolescence—where

the future of many athletes is determined. It is the stage at which athletes are
made, or broken.
Train to Train coincides with the transition from SPECIAL ISSUES IN TRAIN TO TRAIN
childhood to adulthood, when many individuals make Train to Train is critical for the development and
the decision to strive for excellence and commit to retention of athletes. There is so much going on in
being an athlete—in the full sense of the word; or the lives of youth during adolescence that it is not
decide that they will no longer commit the time, surprising many drop out of sport or physical activity.
energy and resources to achieving excellence A collaborative, coherent approach among coaches,
in their sport. Sometimes that decision is made organizations and system stakeholders is needed
for them, through injury, lack of opportunity, or to support the Train to Train athlete’s continued
inability to progress. development toward excellence, or transfer into
ongoing activity for life. When these stakeholders
Train to Train also marks entry into the excellence
understand the issues and show patience in
stages of Long-Term Development. As athletes
development, more youth will be retained in sport and
achieve success, they will transition in the Podium
physical activity and progress to Train to Compete.
Pathway. Note: in some sports, there is an additional
stage called Learn to Compete.
Table 1: Special Issues to Address at the Train to Train Stage
TRAIN TO TRAIN ATHLETES…
…feel that Sport is …report that they …lack balance Other issues
Too focused on results Don’t feel welcome Demands by multiple sports Unqualified coaches
Training not
Too expensive, too far away Have poor leadership Demands by multiple teams
developmentally appropriate
No athlete planning
Not athlete centred Feel unsafe (physically) Prone to injury
between sports
Academic and life demands

No longer fun, is unfair Feel unsafe (psychologically) Training is not periodized
not considered
Training load increased

Too easy or too hard Lack of support Meaningless competition
too rapidly
Can’t balance sport, school, Conflict between club and

Taking up too much time Not making sufficient progress
friends and part time work school – rep and club etc.
Train to Train
Period of the adolescent growth spurt. Around 11–15 females and 12–16 males. STAGE
100
A critical stage in the development of high Life Skills
performance athletes. During this stage Mental Skills 90

participants typically:
80
Physical
• commit to high performance and begin their Capacity
70
journey on their sport’s Podium Pathway, or
60
• enter Competitive for Life or Fit for Life in their Competition* Training
Tactical
Skill 50
sport or sports of choice, or 40% 60%
40
• drop out of sport.
30
Technical
For those on their sport’s Podium Pathway, this is the Skill
20
stage for tremendous skill refinement, and for greater Varies by sport
10
position/event specialization.
0
Major fitness development stage: aerobic and Main Sport – 66 Sport 2 – 33
strength. The onset of the adolescent growth spurt
During the Year (%)
and the time of Peak Height Velocity (PHV) are key *Includes both competition, and competition specific training
markers and growth must be tracked. Stage for Figure 9: Train to Train Activity Summary
development of whole body speed.
Cultivate life skills.
Ensure environment promotes and supports fun and friendship.
Introduce free weights with emphasis on correct technique.
Greater attention to mental preparation.
Develop ethical approach to sport including respect for opponents and fair play and commitment to doping-
free sport.
Formalized competition and standings/rankings.
Build ancillary capacities and sport-life balance.
Single or double periodization.
Sport-specific training six to nine times per week including complementary sports.
TRAINING, RECOVERY AND MEANINGFUL COMPETITION

Training, recovery and meaningful competition are critical components of Long-Term Development in Sport and
Physical Activity.
DEVELOPMENTALLY APPROPRIATE TRAINING:

• increases duration, volume and intensity • incorporates equipment and playing spaces that
progressively, are appropriate for the stage of the participant,
• takes advantage of sensitive periods, • uses movement preparation as part of warm-up,

and
• is based on the stage of physical development of
the participant, • develops all round athleticism and general fitness
before sport-specific fitness.
• supports the individual needs of participants,
Photo credit: I·SPARC, Team BC, 2017 Toronto NAIG
OPTIMUM RECOVERY:
• recognizes that recovery is as important
as training,
• is sufficient to allow participants to recuperate

before next training session or competition,
• recognizes that quality sleep can help in skill

learning and retention as well as in physical
recovery, and
• requires post-training and post-competition

nutrition.
MEANINGFUL COMPETITION:
• is designed to support what has been practiced • in early stages, focuses on the process of
in training, competing and using recently learned skills in
competitive situations—not on results, and
• is modified in terms of game duration, size of
playing area, and rules to match developmental • is in the “challenge zone”—not too difficult or
of participants, too easy, resulting in close competition without
blowouts or humiliating defeats, and cuts down
• offers equal competition opportunities by on travel time and cost.
keeping participants in events rather than
eliminating them (A finals, B finals, C finals,
round robins, and cross-overs),
THE PODIUM PATHWAY

The Podium Pathway is about developing high performance athletes capable of winning at the highest levels
of international competition, and bringing home medals from Olympic Games, Paralympic Games or World
Championships. The stages in the Podium Pathway are:
Train to Compete: which is generally for athletes in national development

teams, la relève, or NextGen squads. These are outstanding athletes who have a
serious chance of playing for their national squad, or qualifying to go to World
Championships. In some sports, the Podium Pathway may begin at the end of the
Train to Train or the Learn to Train stages as athletes are specializing within their
primary sport for selection to international age group competitions.
Train to Win: Is reserved for athletes who have a realistic chance of placing in
World Championships, or bringing home medals. They are the best of the very best
in their sport, and not everyone on a national team will fall into this category.
Athletes enter the Podium Pathway based on performance demonstrating their acquisition and development
of skills (refer to Gold Medal Profile or Athlete Development Matrix). Note: while the Podium Pathway is often
referred to Olympic or Paralympic Sports, Long-Term Development in Sport and Physical Activity refers to Podium
Pathway as all sports that host World Championships.
PODIUM PATHWAY PRINCIPLES

Podium Pathway is:
1. A concept that can be used by all 4. An approach to targeted excellence that

Canadian organizations committed to identifies an enhanced daily training and
high performance sport. competition environment needed to achieve
podium performances.
2. A component of an NSO’s Long-Term Athlete
Development framework that specifically 5. An evidence-based approach to determining and
addresses identification and development of defining critical performance components and
podium potential athletes. standards forachieving podium-level results.
3. Integral to guiding key foundational skills in 6. A development and implementation process

physical literacy stages. shared by NSO high performance and
development staff along with provincial/territorial
sport organization leaders.
• NATIONALLY-LED
Local Sport National Sport Provincial Sport Local Sport • TARGETED TRAINING ENVIRONMENT
Organizations Organizations Organizations Organizations • COPSIN SUPPORTED
Seniors
Infants
AWARENESS
CHAMPIONSHIPS
FIRST INVOLVEMENT
NATIONAL
WORLD CUPS
CHAMPIONSHIPS
PARA/OLYMPICS
ACTIVE FOR LIFE
ALL CANADIANS
WORLD
IFE E
ATHLETE POOL
RL LIF
FO OR
FIT EF
TIV
DEVELOPMENT
PODIUM POTENTIAL
ETI
PODIUM ID &
MP
CO
PODIUM SUCCESS
E
LET NT
ATH PME
ELO IX
PATHWAY
DEV MATR
PODIUM
LE TA
OFI ES DA TES
L PR BUT TTR
IBU
DA TTRI &A
MEILLS & A SKI
LLS
LD
IFIC
GOANCE SK PEC
E-S
LE
OFI S DATA
M G
FOR STA
L PR UTE
PER
IN SPORT AND PHYSICAL
DA TTRIB TES
ME S & A
K IBU
RAC TTR
ACTIVITY FRAMEWORK
S T LAY LD SKILL &A

ULT
LEARN TO TRAIN
FUNDAMENTALS
RES E OF
P
GO NCE MA SKI
LLS
IUM STYL IFIC
ACTIVE START
FOR C
POD NING PER GE-
SPE
WIN TA K
RAC
MS
TARGETED EXCELLENCE
AD
COMPETE
TO TRAIN
TRAIN TO
S T LAY
TO WIN ULT P
TRAIN
TRAIN
RES E OF
IUM STYL
POD NING
Figure 10: Podium Pathway

WIN
PODIUM
TO TRAIN
COMPETE
TRAIN TO
PATHWAY
TO WIN
TRAIN
TRAIN
Train to Compete
Dependent on sport progress – beyond end of adolescent growth spurt. Athletes generally at provincial, STAGE
junior national or early national level.
100
Requires specialized coaching in a specialized
training environment. 90

Life Skills
The stage for specialization in sport, position or event 80
Mental Skills
then specific training design for physical conditioning 70
Physical
and technical/tactical preparation to maximize Capacity
60
development. Tactical
Competition* Training Skill 50
Test tactics and practice under competitive conditions. 60% 40%
Technical
Skill 40
Evidence-based training built on testing to identify
Based on 30
strengths and weaknesses. individual
testing and 20
Optimize ancillary capacities, and balance sport, performance
10
work/school, and family/friend life obligations.
0
Advanced mental preparation, and practice under Selected Sport – 100
highly competitive conditions.
During the Year (%)
*Includes both competition, and competition specific training
Strengthen ethical approach to sport including
Figure 11: Train to Compete Activity Summary
respect for opponents, fair play, and commitment to
doping-free sport.
Single, double or triple periodization.
Sport-specific technical, tactical and physical capacity

training nine to 12 times per week.
For team sports, training geared to sport’s Winning

Style of Play (refer to glossary on page 42).
Train to Win
Dependent on sport progress – around the age of optimum performance in the sport STAGE
Athletes competitive at the highest level: Olympics, Paralympics and World Championships.
100
Focus is on podium performances at highest-
level international events. 90

Life Skills
Improvement or maintenance of all physical capacities 80
Mental Skills
required for optimum performance through evidence- 70
Physical
based training prescription; aligned with Winning Capacity
Training 60
Style of Play. 30% Tactical
Skill 50
Further development of technical, tactical, and Technical
Competition*
40
performance skills, with modelling of all aspects of 70% Skill
training and competition performance. Based on 30
individual
Frequent prophylactic breaks for recovery and testing and 20
performance
regeneration. 10
Maximize ancillary capacities, with support from 0

knowledge specialists. Selected Sport – 100
During the Year (%)

Single, double, triple, or multiple periodization with *Includes both competition, and competition specific training
focus on the most important events. Figure 12: Train to Win Activity Summary
Sport-specific technical, tactical, and fitness training

nine to 15 times per week.
Active for Life

STAGE
The overwhelming majority of people playing just about any sport fall into the
Active for Life stage. Having built a solid foundation in the first three stages of
the framework, they progress to playing the sport or sports of their choice for
enjoyment, satisfaction or for the health benefits they obtain. Some compete in
organized sport, while others do not.
Competitive for Life is the phase of Active for Life Sport and Physical Activity Leaders include those
for those who compete within the formal structure individuals who contribute in ways other than being
of their sport. This could be at the U-14 or U-17 an athlete or participant in the sport or activity
level in a house league, all the way to World Masters itself, such as coaches and instructors, officials,
Competition. It differs from Fit for Life because administrators, and those involved in sport science
competitive athletes are striving to improve and to and medicine.
win, and they train accordingly.
Fit for Life is the phase for those who participate

simply because they get satisfaction from sport
or physical activity. They may, from time to time,
compete at a recreational level, but that is not their
primary purpose. Fit for Life also describes those who
engage in non-sporting physical activity.
Given the importance of being active for life,

particularly for mature adults, a separate document
Active for Life: Durable by Design has been
developed and is available from Sport for Life.
An individual is not restricted to one of these general mental and physical well-being and better
pathways at any given time. Often, individuals in quality of life. Yet in spite of the clear evidence
the Active for Life stage will be actively involved in demonstrating numerous benefits associated with
multiple pathways. regular exercise, particularly for mature adults,
only 15% of Canadian adults meet national
Physical literacy, increased activity and recreational
physical activity recommendations and rates of
sport—being “fit for life”—can be the gateway to
sport participation have declined in the past several
a healthier Canada. The benefits of regular physical
decades among Canada’s growing population of
activity are well documented: sustained long-term
older adults.
health, increased social connectedness, improved
There are eight essential factors for healthy adulthood and successful aging: they
describe the basic elements of the Active for Life stage and are the key components of
being durable by design. The eight factors are interdependent and each is critical to be
fit for life.
Figure 13: Eight Essential Factors

UNIQUE PATHWAYS
Individuals’ journeys in sport and physical activity is unique and often vary greatly. While all begin with an
awareness of an activity, which leads to being involved and learning the fundamentals, these individuals could
take a variety of pathways depending on their characteristics and capabilities. Ideally, these pathways will lead
the individual to achieving their potential, and then being active for life.
The “Top” can be varied from Olympic or World Championship Gold to World Masters Championships.
Active for Life
Fit for Life
Competitive for Life

Train to Win
First Involvement
Awareness
D
Train to Compete
D Train
to Train
Learn to Train
B FUNdamentals
E
A
Active Start
Figure 14: Unique Pathways

MANY PATHWAYS TO ACHIEVE...

There are many pathways for participants to take to Four things are important:
achieve their potential; their path is rarely straight.
1. Participants are supported along their journey
Participant A might stay in one of their first sports to find appropriate sport and physical activity in
from entry right through to World Championships. which they have the opportunity to achieve their
potential.
Participant B starts in a different sport or begins their
journey later, then during adolescence finds the sport 2. There are multiple pathways for participants to
they pursue through to the Paralympics or Olympics. achieve success including changing focus then
returning later to a sport.
Participant C starts with A having early success in one
sport, then focuses on another sport before returning 3. Sports ensure that Long-Term Development
to focus on their first love. pathways align from the early stages through to
the Podium Pathway.
Participant D achieves a high level of success in one
sport but then transfers to another sport, which 4. Regardless of the pathway, or at what stage they
results in having to go back through stages of leave the competitive stream, all participants end
development before succeeding in their new sport. up in Active for Life, either:
Participant E becomes involved in many sports, never • by being Competitive for Life, or
pursuing or advancing into the Train to Train stage,
• by taking part, to be Fit for Life, and
but has quality experiences and is active for life.
• have a good experience so they want to “give
Participant F becomes aware of opportunities later
back” as Sport and Physical Activity Leaders.
in life, then through a positive first involvement
becomes active for life.
These are many pathways in sport and physical

activity. It is important to recognize that everyone’s
journey is unique and should always be in quality
environments to allow for individuals to achieve their
potential and be able to be active for life.
Balanced development in sport and physical activity means paying attention to more than just skills and physical
capacities. Development across a range of domains including physical, technical, tactical, psychological, and
life skills must be addressed for individuals’ personal advancement throughout all stages of the Long-Term
Development framework.
38 | QUALITY SPORT AND PHYSICAL ACTIVITY
Quality Sport and Physical Activity

At its essence, quality sport and physical activity is achieved when good people do
the right thing at the right times. Quality sport and physical activity is developmentally
appropriate, well run, safe and inclusive. These components each comprise a number
of elements that lead to a quality experience in any sport and physical activity
program. The following checklist has key points that are useful when planning
programs in your community.
Quality sport
based on Long-Term Development in Sport and Physical Activity is...
Good programs
are developmentally appropriate Good places
participant centered,
progressive and challenging, have safe and inclusive programs
well planned, designed for inclusive and welcoming,
meaningful competition fun and fair, holistic, safe
Good people
deliver well run programs
leaders, coaches, officials, ...leading to
instructors and teachers, parents
and caregivers, partners individual excellence
and optimum health
Figure 15: Quality Sport Elements
QUALITY SPORT AND PHYSICAL ACTIVITY | 39
A MULTI-SECTORAL APPROACH
Across their life span individuals come into contact Long-Term Development is a vehicle for system
with the school system and physical education; sport change because it acknowledges that physical
at the community, school, provincial/territorial, or education, school sports, competitive sports, and
national level; community recreation programming; recreational activities are mutually interdependent.
and the health system. It is in everyone’s best It stands in sharp contrast to the current Canadian
interest that ALL of these organizations and sectors sport system. Traditionally, physical education in the
work together and follow a common approach to schools, community activity, and elite sport have been
developing physical literacy and athletic potential, developed separately; an approach that is ineffective
thereby ensuring that everyone has access to quality and expensive. It fails to ensure that all children,
sport and physical activity. The common objective including those who may choose to become elite
must be to increase retention in sport and physical athletes, and those who just want to play, are given
activity and reduce dropout. Confusion, frustration, a solid foundation and knowledge base—physical,
and burnout that can result from trying to work in an technical, tactical, and mental—upon which to
uncoordinated system tend to increase dropout rates. build their athletic abilities. When stakeholders work
together, everyone wins.
Multi-Sectoral
PSOs | Clubs | NSOs | Multi-sport Organizations

Olympic/Paralympic Organizations
ORGANIZED SPORT AND PODIUM PERFORMANCE
COLLABORATE ON COLLABORATE ON
Facility use | Early stage multi-activity Stage appropriate:
programs | Promotion of physical activity and Equipment | Coaches | Officials | Rules |
sport | Child protection in sport | Making Eligibility | Fair Play
activity affordable | Attracting and retaining
marginalized groups | Competition seasons |
Participant welfare
COMMUNITY, RECREATION SCHOOL SPORT, INTRAMURALS,

AND LIFELONG PARTICIPATION PARTICIPANT AND PHYSICAL EDUCATION
Municipalities | Community Services | Inuit | Métis | First Nations |

Religious Groups | Youth Groups | Colleges | Universities | Schools |
Intercultural Organizations | Early Childhood Education
HEALTH, PUBLIC HEALTH,
Indigenous Sport Organizations AND HEALTHCARE
Figure 16: Multi-sectoral
40 | QUALITY SPORT AND PHYSICAL ACTIVITY
A NEW WAY FORWARD

Although we have come a long way since the Canadian Sport for Life: Long-Term Athlete Development 1.0
resource paper was released in 2005, there remains a long way to go. We still need a system-wide paradigm
shift that includes policy makers; national, provincial, territorial and local organizations; as well as program
deliverers. Changing a long-established system is never easy, but breaking down the task makes it less daunting.
A real paradigm shift will require moving:
• From a system that cuts and excludes • From a focus on physical activity to a focus on
participants to a system that includes everyone developing physical literacy across the life-span
and helps those who are not having the success from preschoolers to seniors.
they want, transfer to other sports or activities in
which they can thrive.
• Towards all levels within a sport, from grassroots
to World Championship teams working together
• From age-based programs that are appropriate to maximize benefits and reduce overlaps while
for the average participant to stage-of- providing athletes and participants a clear,
development appropriate participation for all unified, path to reaching their sporting goals
• From chasing wins and accumulating points for • From community sport, recreation, education,
standings in leagues, to athletes taking part in health and performance sport working in
meaningful competition where blow-outs are isolation to all system working together with
rare, and learning can take place. common goals and common purpose.
• From training children and youth as though they • To a Canadian sport system that is both good for
were miniature adults, to providing them with sport and good for society.
periodized training appropriate to their stage of
development.
Table 2: The Change We Need
Lead From To
System (refer to governments, NOCs, Exclusionary development Inclusive development

MSOs etc.) models (pyramid) framework (rectangle)
System Goals for sport Goals for society
System Separate systems System alignment
System Physical activity Physical literacy
System Working alone Working together
Organizations
Chasing wins Meaningful competition
(refers to NSOs, PTSOs & LSOs)
Organizations Exclusion/cutting Inclusion/transfer/tiering
Age-based coaching, Stage-based coaching,

Organizations
training and competition training and competition
National team
Organizations Stage-based periodization
single-sport periodization
QUALITY SPORT AND PHYSICAL ACTIVITY | 41
ADVANCING LONG-TERM DEVELOPMENT IN SPORT

AND PHYSICAL ACTIVITY ACROSS CANADA
The ultimate goal of Sport for Life is to fundamentally change sport and physical activity in Canada for the
better, and this requires aligning the actions of:
• governments at the federal and provincial/territorial level,

• sport and physical activity organizations, and
• coaches and leaders who work daily with athletes and participants.
It also requires:
• awareness, education and training of leaders, • alignment of sport and physical activity best
practices within and across sectors,
• delivery of quality sport and developing physical
literacy programs, • providing evidence through research and
assessment, and
• alignment of policies, including funding models,
between federal and provincial/territorial ministries • inclusion of all, which requires planning and
responsible for sport and physical activity, intentional supports.
This figure takes a “Logic Model” approach and illustrates the primary actors of influence within
our sport ecosystem, their contributions and responsibilities to the advancement of Long-Term
Development in Canada through identified outcomes and impact.
Table 3: A Catalyst for Cultural Change
Who Responsibility To Promote Leading to Resulting in Outcomes

Long-Term
Long-Term Sport for Life Development Impact

Sport for
Development Sport for Life contributing
Governments Sector and development and
pathway and Framework at to community
(F-P/T) system alignment physical literacy
physical literacy F-P/T levels health and
strategies
policies wellness
More physically
Long-Term Developmentally
Good: leadership Greater retention literate population,
Development Quality appropriate
Organizations governance of athletes and more excellent
frameworks (for programming activity and
policy staffing participants athletes, and more
all participants) competition
people active for life
Long-Term
Leadership
Stage-based Developmentally
and Coaching Stage-based Planned
Leaders and coach/leader appropriate
Development periodization and meaningful
coaches training training and
framework training competition
curriculum physical activity
and education
strategy
42 | GLOSSARY OF TERMS
Photo: CPC, Canadian Blind Sports
Glossary of Terms
Adaptation is response to a stimulus or a series of reach their genetic potential and physiologically
stimuli that induces functional and/or morphological cannot improve anymore, sport performance can
changes in an athlete, and the degree of adaptation be improved by using the ancillary capacities to full
is dependent on both the genetic endowment of advantage.
the individual and their history of training—since it
Athlete Development Matrix (ADM): Within
becomes more difficult to make gains as individuals
the Long-Term Development in Sport and Physical
approach their genetic limits. Exercise science has
Activity framework, the ADM describes the skills and
provided well-researched and well-understood
attributes of athletes progressing through the stages
guidelines for generating optimal adaptations.
of the framework.
Adaptations can be either positive or negative.
Childhood ordinarily spans the end of infancy—the
Adolescence is the period between childhood and
first birthday—to the start of adolescence and is
adulthood. During this period, most body systems
characterized by relatively steady progress in growth
become adult in both structure and function.
and maturation and rapid progress in cognitive and
Structurally, adolescence begins with an increase
motor development. It is often divided into early
in the rate of growth in stature, which marks the
childhood, which includes preschool children aged
onset of the adolescent growth spurt. The rate of
one to five years, middle childhood from ages six to
increase in height reaches a peak, begins to slow,
eight or nine, and late childhood, from age eight or
and ends with the attainment of adult stature.
nine to the onset of adolescence.
Functionally, adolescence is usually viewed in terms
of sexual maturation, which begins with changes in Chronological age is “the number of years and
the neuroendocrine system prior to overt physical days elapsed since birth.” Children of the same
changes and terminates with the attainment of chronological age can differ by several years in their level
mature reproductive function. of growth and maturation (see Developmental Age).
Ancillary Capacities refer to the mental and physical Development refers to “the interrelationship
abilities of an athlete other than sport technical between growth and maturation in relation to the
skills and physical training. It includes warm-up passage of time. The concept of development also
and cool-down procedures, stretching, nutrition, includes the social, emotional, intellectual, and
hydration, rest, recovery, restoration, regeneration, motor realms of the child.” The terms “growth” and
metal preparation, and taper and peak. The more “maturation” are often used together and sometimes
knowledgeable athletes are about these training and synonymously. However, each refers to specific
performance factors, the more they can enhance biological activities.
their training and performance levels. When athletes
GLOSSARY OF TERMS | 43
Growth refers to “observable, step-by-step, Nationally-led refers to deliberate leadership

measurable changes in body size such as height, from the national sport organization to drive the
weight, and percentage of body fat.” concept of a Podium Pathway and to implement
the programmatic structures and services to achieve
Maturation refers to changes in structure and
podium success.
function in the athlete’s progress toward maturity; for
example, in the change of cartilage to bone in the Peak height velocity (PHV) is the maximum rate of
skeleton, in changes to teeth (baby to adult teeth) growth in stature during the adolescent growth spurt.
in changes to sex organs, or in changes in body The age of maximum velocity of growth is called the
proportions. Maturation takes place at varying rates age at PHV.
and at different times in each individual.
Peak strength velocity (PSV) is the maximum rate
Developmental age is the age in years and months of increase in strength during the adolescent growth
of the average youth with the same development as spurt. The age of maximum increase in strength is
the individual in question. If a 15-year-old has the called the age at PSV.
same development as the average 13-year-old, their
Peak weight velocity (PWV) is the maximum rate
developmental age is 13. Developmental age can be
of increase in weight during growth spurt. The age of
based on different body systems, including skeletal
maximum increase in weight is called the age at PWV.
maturity or sexual maturity and different systems
may give slightly different developmental ages, and Physical literacy is the motivation, confidence,
therefore should be treated as an approximation physical competence, knowledge and understanding
unless measured by skilled evaluators with specialized to value and take responsibility for engagement in
equipment. In sport developmental age should be physical activities for life. In more practical terms is
used as an indicator. the life-long development of fundamental movement
skills and fundamental sport skills in a wide variety of
Enhanced training environments refer to
environments.
NSO-driven identification and development of
environments for targeted athletes that include Podium Identification and Development is the
access to state-of-art training facilities, world-leading entry point to the Podium Pathway characterized by
coaches, and that advance support in technology, deliberate athlete identification and development
research, sport science and sport medicine. Enhanced processes using podium results track benchmarks and
training environments have the required quality, daily gold medal profile indicators.
training hours to achieve gold medal profile indicators
and required competition results. Podium Pathway describes the sport-defined
excellence stages of Long-Term Development in
Gold Medal Profile (GMP) is the collection of skills Sport and Physical Activity and specifically applies
and attributes that underpin the performance of to athletes on a trajectory toward podium results
an athlete capable of stepping onto the Olympic, at the highest level of their sport. Podium Pathway
Paralympic or World Championship podium. The encompasses both the Podium Results Track and the
GMP is based on validated metrics with clear Gold Medal Profile (GMP).
benchmarks for each of the skills and attributes,
scaled according to the stage the athlete is at along
the Podium Pathway.
44 | GLOSSARY OF TERMS
Podium Potential describes the targeted athlete Readiness refers to the child’s level of growth,
tracking to podium success based on predictive maturity, and development that enables him or her
competition results and gold medal profile indicators. to perform tasks and meet demands through training
Athletes with podium potential will be monitored in and competition. Readiness and sensitive periods of
the enhanced training environment and tracked in trainability during growth and development of young
competition to predict progression towards podium athletes signal the correct time for using certain
success. stimuli to achieve optimum adaptation in skills,
physical capacities, and competition.
Podium Success is the desired performance
end-state. It describes athletes achieving podium Sensitive periods of development refer to a period
performances at the Olympics, Paralympics or World in the development of a specific behaviour or body
Championships. adaptation when experience or training has a greater
impact than at other times. All systems are always
Podium Results Track (PRT), derived from
trainable, and a sensitive period is when a system has
competition results, is the progression of performance
optimal trainability.
benchmarks required to move through the Podium
Pathway and successfully reach the Olympic, Skeletal age refers to the maturity of the skeleton
Paralympic or World Championship podium. Winning and is determined by the degree of ossification of
Style of Play (WSP) connotes this concept as it applies bones compared to the average age of that degree of
to team sport and possibly other sports such as ossification. It can be used as one way of accurately
Tennis, Badminton, or combat sports. determining Developmental Age, but requires the use
of sophisticated instruments (X-ray, MRI, etc.)
Puberty refers to the stage of maturation during
which an individual becomes sexually mature and Targeted Excellence refers to a focused strategy to
able to reproduce. achieve podium success at the Olympics, Paralympics
or World Championships.
Quality Sport means good, developmentally
appropriate, values-based programs, run in a safe, Trainability Is the responsiveness of individuals to
welcoming and inclusive environment by good people training stimuli. Trainability can refer to the speed of
who are adequately qualified and are committed to adaptation to a training stimulus or the degree of
the True Sport principles. adaptation for a given level of training stimulus.
Training Age Is a measure of how long an athlete

has been training in a specific sport.
GLOSSARY OF TERMS | 45
References
The Long-Term Development in Sport and Physical Activity resource is informed by, and
supported by, the coaching and exercise science literature, but it is written in non-
technical terms for coaches and sport and physical activity technical and administrative
leaders. The comprehensive list of references for this resource is compiled in the Sport
for Life document Handbook of References: Supplement to Long-Term Development in
Sport and Physical Activity. View at: sportforlife.ca/handbook-of-references.
This Handbook of References provides relevant The Handbook of References is available to anyone
literature to support Long-Term Development. For wishing to know more about the underpinnings of
each identified topic, highlights from the literature Long-Term Development. We encourage all readers
are summarized followed by select references. to understand the landscape of athlete development
Additional references from leading researchers who and high performance sport is ever-changing—most
have helped to shape our understanding of athlete data, findings, conclusions and interpretations are not
development and high performance sport are universally accepted—there are many different ways
packaged at the end of the document. to build a champion. Use this bank of information
to inform your thinking, actions and discussions
with others. Be open to new ideas and new ways
of thinking about this exciting area of Long-Term
Development in Sport and Physical Activity.
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LONG-TERM DEVELOPMENT

IN SPORT AND PHYSICAL ACTIVITY

EDITORS, CONTRIBUTORS AND REVIEWERS

Sport for Life acknowledges the financial

Authors of the original Canadian Sport for Life–Long-Term Athlete Development

Copyright© 2019 Sport for Life Society. All rights reserved.

16 KEY FACTORS UNDERLYING LONG-TERM

20 LONG-TERM DEVELOPMENT IN SPORT AND PHYSICAL

Sport and Physical Activity in Canada:

ACTIVE FOR LIFE

Long-Term Development in Sport and Physical Activity

Despite an unwavering belief that every child is born

A TRULY CANADIAN APPROACH

For Canadian athletes to achieve sustained

The first version of Canadian Sport for Life–Long-Term

ABOUT THIS RESOURCE

Long-Term Development in Sport and Physical Activity is a framework for the

NATIONAL POLICY TO COMMUNITY ACTIVATION

Photo: Ian Muir, Rugby Canada

SPORT FOR LIFE’S MISSION, VISION AND VALUES

WHAT’S NEW AND ENHANCED IN THIS THIRD EDITION?

Key Factors have evolved: Originally, we Greater emphasis on stage of development

Photo: Jason Ransom, Baseball Canada

Active for Life

Physical Literacy for Life

Figure 3: Sport for Life Rectangle

BUILDING A BETTER SYSTEM

• Parents and caregivers are not educated about

• Over-specialization leading to burnout, injury

Canada and other nations

indicates that following the

framework helps address

these shortcomings and

enhances sport systems.

Key Factors Underlying Long-Term

Photo credit: BC Horse Council

1. Collaboration: There is an opportunity to 5. Long-Term Development: Excellence takes

for their child too early. Because sport and

Figure 4: Key Factors underlying Long-Term Development

Long-Term Development in Sport and

The three main goals of Long-Term

of physical literacy, strive for excellence,

pyramid models that systematically exclude

individuals who do not reach the pinnacle

Activity framework has seven stages. In

addition, there are two pre-stages, and

Figure 3: Sport for Life Rectangle

AWARENESS AND FIRST INVOLVEMENT

• that there is appropriate facilities and

• the leader of the program has the appropriate

Physical literacy is the motivation, confidence, physical competence,

Physical literacy is a catalyst for change. From the

BUILDING A SOLID FOUNDATION: THE FIRST THREE STAGES

Active Start is about mastering basic human movements

FUNdamentals is about developing fundamental

Learn to Train is about learning a wide range of

Estimated Proportion of Activity Time (%)

During the Year (%)

Figure 6: Active Start Activity Summary

Encourage play: Include activities that develop executive function:

• structured (adult led), • working memory,

Exploration of risks and limits in a safe environment—including outdoor play in nature.

Create mini-challenges to extend children’s comfort range.

Ensure activities are fun and allow for social connectedness.